Schwarz and colleagues have proposed and refined a learning progression for modeling that provides a valuable template for envisioning increasingly sophisticated levels of modeling practice at an aggregate level (Fortus, Shwartz, & Rosenfeld, 2016; Schwarz et al., 2009; Schwarz, Reiser, Archer, Kenyon, & Fortus, 2012). Thinking about…

There is little consensus on the kinds and amounts of teacher support needed to achieve desired student learning outcomes when mathematics is inserted into science classrooms. When supported by educative curriculum materials (ECM) and heavy investment in professional development (PD), teachers implementing a unit designed around mathematical…

Identifies those aspects of family support that have the most influence on students' learning in mathematics and science. Examines the relationship of the mother's support and participation to the eighth-grade minority child's score on standardized tests. Contains 36 references. (DDR)

Major findings and prediction models resulting from longitudinal research are presented. Discussed are the study design; variables, trends, and profiles; a follow-up study; and implications and policy recommendations. A summary model designed to explain this phenomenon is given. (CW)

A large percentage of U.S. students attending high-poverty urban middle schools achieve low levels of science proficiency, posing significant challenges to their success in high school science and to national and local efforts to reform science education. Through its work in Philadelphia schools, the Center for Social Organization of Schools at…